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Psychological Research

, Volume 71, Issue 3, pp 333–346 | Cite as

Fixed versus dynamic orientations in environmental learning from ground-level and aerial perspectives

  • Amy L. SheltonEmail author
  • Holly A. Pippitt
Original Article

Abstract

Ground-level and aerial perspectives in virtual space provide simplified conditions for investigating differences between exploratory navigation and map reading in large-scale environmental learning. General similarities and differences in ground-level and aerial encoding have been identified, but little is known about the specific characteristics that differentiate them. One such characteristic is the need to process orientation; ground-level encoding (and navigation) typically requires dynamic orientations, whereas aerial encoding (and map reading) is typically conducted in a fixed orientation. The present study investigated how this factor affected spatial processing by comparing ground-level and aerial encoding to a hybrid condition: aerial-with-turns. Experiment 1 demonstrated that scene recognition was sensitive to both perspective (ground-level or aerial) and orientation (dynamic or fixed). Experiment 2 investigated brain activation during encoding, revealing regions that were preferentially activated perspective as in previous studies (Shelton and Gabrieli in J Neurosci 22:2711–2717, 2002), but also identifying regions that were preferentially activated as a function of the presence or absence of turns. Together, these results differentiated the behavioral and brain consequences attributable to changes in orientation from those attributable to other characteristics of ground-level and aerial perspectives, providing leverage on how orientation information is processed in everyday spatial learning.

Keywords

Medial Temporal Lobe Aerial Condition Aerial Image Encode Condition Inferior Parietal Cortex 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

We thank Dana Clark and Megan Carr for assistance with data collection and coding. We also thank Marci Flanery and Naohide Yamamoto for comments on the work.

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Copyright information

© Springer-Verlag 2006

Authors and Affiliations

  1. 1.Department of Psychological & Brain SciencesJohns Hopkins UniversityBaltimoreUSA

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